A Call for Slow Scholarship: A Case Study on the Intensification of Academic Life and Its Implications for Pedagogy

Autor/inn/en	Hartman, Yvonne; Darab, Sandy
Titel	A Call for Slow Scholarship: A Case Study on the Intensification of Academic Life and Its Implications for Pedagogy
Quelle	In: Review of Education, Pedagogy & Cultural Studies, 34 (2012) 1-2, S.49-60 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1071-4413
DOI	10.1080/10714413.2012.643740
Schlagwörter	Scholarship; Teaching Methods; Thinking Skills; Instruction; Commercialization; Neoliberalism; Time Management; Time Factors (Learning); Government School Relationship; Governance; Cultural Education; Power Structure; College Faculty; College Students + Suchen Sie Ihr Suchwort? Scholarships; Stipendium; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Teaching process; Unterrichtsprozess; Neo-liberalism; Neoliberalismus; Zeitmanagement; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Culture; Kulturelle Bildung; Kulturelle Erziehung; Fakultät; Collegestudent
Abstract	Much has been written recently on the increased pace of scholarly life and its ill effects. More generally, work intensification has been identified as a widespread malaise in contemporary workplaces, and academia is no exception. In this article the authors make the argument that the kind of higher order thinking that is a critical part of the scholarly endeavor requires nurture through the provision of sufficient time, unpressured by other demands. This article examines one case of "speedy scholarship" in an effort to shed light on the phenomenon of time pressure and its effect in the contemporary university. They attempt to explain how this is an artifact both of a certain form of governmentality, as well as a new temporality, operating on a global scale. In so doing, the authors hope to show how pedagogical practices become a site of contest in an unequal power relation where students are the absent partners and scholarly endeavor is eroded. They begin by situating their subject matter within the field of cultural studies generally and governmentality more specifically, before going on to consider how the corporatization of the university is an effect of a particular mode of governance arising out of a neoliberal rationality. They then describe one means by which the change in academic culture was sought and analyze this case study in terms of the practices in which immanent power relations shape scholarship. In this way the authors seek to investigate an example of what Foucault (1988) calls technologies of power, whereby subjects are objectified. From this they draw some implications both for pedagogy and scholarship before attempting to envision an alternative that resists the objectifying tendencies mentioned above. They conclude by reflecting upon the merits of slow scholarship (incorporating slow pedagogy) and call for a reinvigorated discussion of what it means to be a scholar. (Contains 1 note.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10